Effects of immediate repetition in L2 Speaking tasks: A focused study

English Language Teaching

Volumn 6, Issue 1, 2013, Pages 11-19

  Bei, Gavin Xiaoyue ^a  

^a HANG SENG MANAGEMENT COLLEGE   (Hong Kong)

Author keywords

L2 speaking; Learner perception; Narrative tasks; Task repetition

Indexed keywords

EID: 84871530758     PISSN: 19164742     EISSN: 19164750     Source Type: Journal    
DOI: 10.5539/elt.v6n1p11     Document Type: Article

References (18)

1. Bygate, M. (1996). Effects of task repetition: Appraising the developing language of learners. In J. Willis, & D. Willis (Eds), Challenge and change in language teaching (pp. 136-46). London, UK: Heinemann.
2. Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan, & M. Swain (Eds), Researching pedagogical tasks: Second language learning, teaching and testing (pp. 23-48). Harlow, UK: Pearson Education.
3. de Bot, K. (1992). A bilingual production model: Levelt's 'Speaking' model adapted. Applied Linguistics, 13(1), 1-24. http://dx.doi.org/10.1093/applin/13.1.1
4. de Bot, K., & Schreuder, R. (1993). Word production and the bilingual lexicon. In R. Schreuder, & B. Weltens (Eds), The bilingual lexicon (pp. 191-214). Amsterdam: John Benjamins.
5. Foster. P., & P. Skehan. (1996). The Influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18(3), 299-323. http://dx.doi.org/10.1017/S0272263100015047
6. Foster, P., & Skehan, P. (In review). The effects of post-task activities on the accuracy of language during task performance.
7. Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons. Applied Linguistics, 21(3), 354-375. http://dx.doi.org/10.1093/applin/21.3.354
8. Gass, S., Mackey, A., Ivares-Torres, M., & Femandez-Garcia, M. (1999). The effects of task repetition on linguistic output. Language Learning, 49(4), 549-581. http://dx.doi.org/10.1111/0023-8333.00102
9. Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge, Mass: MIT Press.
10. Lynch, T., & Maclean, J. (2001). 'A case of exercising': Effects of immediate task repetition on learners' performance. In M. Byagate, P. Skehan, & M. Swain (Eds.), Researching pedagogical tasks: Second language learning, teaching and testing. Harlow, England: Pearson Education.
11. Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21(1), 109-148.
12. Payne, J. S., & Whitney, P. J. (2002). Developing L2 oral proficiency through sychronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 20(1), 7-32.
13. Plough, I., & Gass, S. (1993). Interlocutor and task Familiarity: Effects on interactional structure. In G. Crookes, & S. M. Gass (Eds), Tasks and language learning: Integrating theory and practice. Clevedon, UK: Multilingual Matters.
14. Poulisse, N., & Bongaerts, T. (1994). First language use in second language production. Applied Linguistics, 15(1), 36-57.
15. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
16. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass, & C. Madden (Eds.), Input in second language acquisition. Rowley, MA: Newbury House.
17. VanPatten, B. (1990). Attending to content and form in the input: An experiment in consciousness. Studies in Second Language Acquisition, 12(3), 287-301. http://dx.doi.org/10.1017/S0272263100009177
18. Zhou, D. (2006). A study on the effects of input frequency and output frequency. Modern Foreign Languages, 29(2), 154-163.